Peer Mentoring: Practicum Practices of Pre-service EFL Teachers in Vietnam

Hoa Thi Mai Nguyen (2010). Peer Mentoring: Practicum Practices of Pre-service EFL Teachers in Vietnam PhD Thesis, School of Education, The University of Queensland.

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S40210588_PhD_Abstract.pdf S40210588_PhD_Abstract.pdf application/pdf 9.61KB 16
s40210588_phd_totalthesis.pdf s40210588_phd_totalthesis.pdf application/pdf 2.85MB 64
Author Hoa Thi Mai Nguyen
Thesis Title Peer Mentoring: Practicum Practices of Pre-service EFL Teachers in Vietnam
School, Centre or Institute School of Education
Institution The University of Queensland
Publication date 2010-03
Thesis type PhD Thesis
Supervisor Professor Richard B. Baldauf Jr
Dr Jayne Keogh
Total pages 569
Total black and white pages 569
Subjects 13 Education
Abstract/Summary The use of peers as a source of support and learning appears to be uncommon in pre-service practicum teacher education in general and in EFL teacher education in particular. During their practicum experiences, pre-service teachers develop their professional practices through their mentoring relationships with their school-based mentors. However, it might also be useful for pre-service teachers to have an additional educational component that would support their professional practice and facilitate learning from one another through a formal peer mentoring process. This study used a mixed methods approach to investigate the impact of a formal peer mentoring intervention on pre-service EFL teachers’ professional practice and their perceptions of the support received from their peers. Questionnaire data was used to assess the professional practice of the peer-mentored participants and to collect their perceptions of the support received from peers, comparing these results to a group of non-peer mentored EFL pre-service teachers. Focus group interview data were also collected and thematically analysed to better understand the process of peer mentoring, its possible contributions to the development of the participants’ professional practice, and the support received from peers. The results indicated that, in general, formally peer mentored pre-service EFL teachers made significant improvements in their professional practice as compared to their non-formally peer mentored colleagues. Mentees also perceived a higher level of support from peers than the non-peer mentored group. Data from the focus group interviews supported these findings by highlighting the similarities and differences in the participants’ peer mentoring experiences as well as some critical factors that contributed to the effective implementation of peer mentoring. The research suggests the need to integrate formal peer mentoring into pre-service EFL teachers’ practicum experience as an effective and affordable formal strategy to support pre-service teachers with difficulties faced during their practicum.
Keyword Peer mentoring, mentoring, TESOL practicum, teacher education, professional practice, support strategies, teacher professional development.

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Created: Fri, 05 Nov 2010, 13:04:36 EST by Ms Thi Nguyen on behalf of Library - Information Access Service